Patterns

What is a pattern? A pattern is something that repeats or follows a rule. In Class 1, patterns are easy-to-see arrangements of colours, shapes, pictures or numbers that continue in the same way.

Types of simple patterns:

• Repeating patterns: A small group of items repeats again and again (for example ABAB or AABB).
• Growing patterns (simple): Items change in a regular way (for example 2, 4, 6, 8 — each number gets bigger by the same amount).
• Alternating patterns: Two things alternate (for example red, blue, red, blue).

How to work with patterns: Look at the first few items, find what is repeating or how things change, and use that rule to continue the pattern (draw or say the next items). You can make patterns with colours, shapes, beads, stickers, steps or numbers.

Why learn patterns? Patterns help children see order and predict what comes next. This builds early thinking skills used later in maths (counting, addition, algebraic thinking).

Patterns are arrangements that repeat or follow a rule. In Class 1 we learn to see, continue and make simple patterns using colours, shapes, objects and numbers. A pattern has a unit (the smallest repeat) and a rule (how the unit repeats or changes).

• Repeating (AB) patterns: Two items repeat in order, e.g. red, blue, red, blue. The unit is AB and it keeps repeating.
• Grouped (AABB) patterns: Each item appears two or more times before the next appears, e.g. circle, circle, square, square, circle, circle.
• Three-part (ABC) patterns: Three different items repeat, e.g. star, heart, moon, star, heart, moon.
• Growing (increasing) patterns: A quantity grows each step, e.g. 1 dot, 2 dots, 3 dots. Children learn to add one more each time.
• Number skip patterns: Numbers follow a simple rule like counting by 2s (2, 4, 6, 8) or by 5s (5, 10, 15).
• Size/shape/colour patterns: Patterns can be based on size (small, small, big), shapes (triangle, circle, triangle, circle) or colours (red, red, green, red, red, green).
• Positional patterns: Objects change position in a regular way, e.g. a dot moves one step to the right each time.

How to work with patterns: identify the unit, say the rule in words ("repeat red then blue" or "add one more dot"), continue the sequence, and make your own patterns using objects or drawings. Patterns help children spot regularity and build early number sense.

Patterns are things that repeat in a regular way. In Class 1, we learn to see, name and continue simple patterns using shapes, colours, sizes, positions or numbers. To recognise a pattern, find the smallest part that keeps repeating. To describe a pattern, say the repeating unit (for example AB, AAB or ABC), and tell what comes next.

How to work with patterns

1. Look for the repeating unit: one colour or shape, two items, or three items that repeat.
2. Name the pattern type: AB (red, blue), AAB (red, red, blue), ABC (red, blue, green).
3. Say or draw what comes next and continue the pattern.
4. Make your own pattern by choosing a repeating unit.

Recognising patterns helps children improve observation, thinking and early number skills.

What is a pattern? A pattern is a design or sequence that repeats in a certain order. Patterns can be made with shapes, colours, numbers, pictures or sounds.

Extending a pattern means to continue the order you see. First find the repeating part (the unit) and then repeat it to make the pattern longer.

Completing a pattern means filling in the missing part of a pattern. Look at what comes before and after the blank to decide what should go there.

Types of simple patterns for Class 1

• Colour patterns (red, blue, red, blue)
• Shape patterns (circle, square, circle, square)
• Number patterns (1, 2, 3, 1, 2, 3)
• Size or arrangement patterns (big, small, big, small)

How to solve problems

1. Look carefully and say the pattern out loud.
2. Find the smallest repeating unit (for example AB in ABAB).
3. Use the unit to extend the pattern or decide what should fill the blank.
4. Check your answer by repeating the unit and making sure it fits.

Teaching tips and activities

• Use physical objects (beads, blocks, stickers) so children can move pieces to extend or complete patterns.
• Ask children to make their own patterns and have classmates continue them.
• Use number lines or counting songs for number patterns.

A pattern is a design that repeats or changes in a regular way. In Class 1 we learn to make simple patterns using shapes, colours, sizes, and numbers. Creating and drawing patterns means choosing a small unit (the core piece of the pattern), repeating or changing it in a rule-based way, and drawing the next parts so the rule continues.

Key ideas students should learn:

• Repeat unit: the smallest group of items that repeats (for example, red–blue is a repeat unit for red–blue–red–blue).
• Types of simple patterns: repeating (ABAB, AABB, ABCABC), growing (1 dot, 2 dots, 3 dots...), decreasing (5 stars, 4 stars, 3 stars...), alternating (big, small, big, small) and mirror patterns (ABA).
• How to create/draw: 1) pick objects or colours; 2) decide the rule (what comes next); 3) draw the repeat unit; 4) continue the pattern by repeating the unit or following the change rule; 5) check the pattern.

When drawing, use clear, simple shapes (circles, squares, triangles) and colours. Encourage children to describe the rule in words (for example, "red, blue, red, blue — alternate colours"). Patterns help with observation, sequencing and early number sense.

Patterns are things that repeat in a regular way. In Class 1, patterns can be made using objects, shapes or colours. A pattern has a small part that repeats again and again. That small part is called the repeating unit.

How to study a pattern:

• Look for the repeating unit: spot the smallest group of objects, shapes or colours that repeats (for example, red–blue).
• Say the rule in simple form: e.g. "red then blue" (often written as AB).
• Keep repeating the unit to continue the pattern and predict the next items.
• Try to make your own patterns using toys, coloured pencils or cut-out shapes.

Types of simple patterns for Class 1:

• ABAB: two things alternate (red, blue, red, blue ...)
• AABB: two of one, two of another (circle, circle, square, square ...)
• ABCABC: three things repeat in order (red, green, yellow, red, green, yellow ...)

Activities children can do: lay beads in a repeating colour order, draw stripes on paper, put coloured blocks in a line, or colour floor tiles following a pattern. These help the child recognise and create patterns using objects, shapes and colours.

Patterns are things that repeat or change in a regular way. In Class 1 we learn to see simple repeating patterns (like ABAB or AABB) and simple changing patterns (like 1, 2, 3...). Patterns are found all around us—in clothes, floor tiles, plants, days of the week and toys.

How to find a pattern

• Look for the smallest part that repeats (the repeat unit), for example a pair of colours or two shapes.
• Say the items in order out loud (for example: red, blue, red, blue).
• Decide what will come next by continuing the same repeat or following the change rule (for example: add one more bead).

Types of patterns

• Repeating patterns: The same block repeats again and again (ABAB, AABB, ABCABC). Example: alternate coloured tiles.
• Growing patterns: Something increases regularly (1, 2, 3, 4 …). Example: adding one flower on each step.
• Cyclic patterns: Events that repeat in a cycle (days of week, seasons).

Why this matters

Finding patterns helps children predict what comes next, practise counting, and understand order and regularity in the environment and daily life.

What are assessment and activities? Assessment and activities for patterns help teachers and parents check whether children can recognise, continue and make repeating arrangements of shapes, colours, objects or numbers. In Class 1, patterns are simple and repetitive so children learn to spot the repeating unit and predict what comes next.

Why they matter: Working with patterns builds observation, logical thinking, sequencing and early algebraic thinking. Assessments tell us if a child can identify the core repeating unit (for example 'red, blue') and continue it correctly.

How assessment is done: Use short, playful tasks: give a sequence and ask the child to continue it; give mixed items and ask the child to make a repeating pattern; ask the child to describe the rule (for example ABAB). Observe accuracy, speed and explanation. Use simple checklists: recognises pattern, continues pattern, creates own pattern, names pattern rule.

Activity types:

• Hands-on: use beads, blocks, leaves or drawing to make ABAB or AABB patterns.
• Verbal: clap or step patterns (clap-stomp-clap-stomp) to practise auditory patterns.
• Drawing: colour boxes in a row to show repeating colours.
• Games: 'What comes next?' cards, matching games and pattern hunts around the classroom/home.

Assessment tips for teachers/parents: Keep tasks short (3–5 items), encourage children to explain why they chose the next item, offer physical manipulatives for learners who find drawing hard, and praise correct reasoning even if the answer is not perfect.